基于对外汉语节日文化教学的国内节日文化日益淡化、外国节日活动流于虚化、汉语二语学习者水平“石化”等现状，融合语言哲学的二元进路的技术线路和三元进路的“语言共同体”理论以及认知语言学的“体验、互动”理论，以节日文化为研究对象，构建“文化—语言共同体”的“5C”模型，简称“5C” MCLC（“5C” Model of Cultural—Linguistic Community），即基于“文化—语言共同体”的汉语国际教育节日文化“5C”教学方法。此模型 语言的线路为“语料——语言支架——语言互动——语言小组交际——课内外语言交流”，文化的线路为“文化信息——文化认同——文化发展——文化创新——文化传播”。这样“5C”模型形成一种双轨并行的“语言”和“文化”共同提高的节日文化学习模式，即完整的“语言—文化共同体”的构建。
Based on domestic festival culture teaching Chinese as a foreign language festival culture increasingly weakened, foreign festivals into others, the level of Chinese second language learners "fossil" the status quo, fusion of language philosophy binary into the technical line and three yuan into the road's theory of “language community” and “experience, interactive” theory of cognitive linguistics, festival culture as the research object，Establishing the“5C”Model of “culture-linguistic Community”，referred to as“5C”MCLC (“5C”Model of Culture-linguistic Community), is the“5C”teaching method of Festival culture of Chinese international education based on “culture-linguistic Community ”. The language route of this model is “corpus -- language scaffold -- language interaction -- language group communication -- language communication in and out of class”, and the cultural route is “cultural information -- cultural identity -- cultural development --cultural innovation -- cultural communication”. In this way, “5C”model forms a dual-track learning model of festival culture, in which "language" and "culture" are improved together, namely, the construction of a complete “language-culture community”
